Socioemotional Learning in Early Childhood Education: Experimental Evidence from the Think Equal Program’s Implementation in Colombia
In this article we experimentally evaluate Colombia’s Think Equal program, which teaches socioemotional skills to children ages 3 to 6. Given the context of COVID-19, the original design was adapted as a hybrid model, alternating in-person and remote instruction and engaging families in the implementation of the curriculum. We found that the program had positive effects on children’s prosocial behavior, self-awareness, and cognitive learning. The intervention also had an impact on education centers personnel (community mothers) and caregivers implementing the activities. Treated community mothers had higher levels of empathy, lower negative health symptoms, better pedagogical practices, and a closer relationship with the children’s caregivers compared with those in the control group. Treated caregivers had better stimulation practices and lower negative health symptoms compared with those in the control group. These findings suggest that a well-designed intervention has the potential to develop socioemotional skills in children at an early age and, at the same time, to develop capacities in those who implement the activities. Our results have important implications for the design, implementation, and evaluation of early childhood socioemotional learning programs and provide novel evidence about the challenges faced by interventions combining face-to-face and remote learning.
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| Language: | English |
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Inter-American Development Bank
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| Subjects: | Children, Early Childhood Development, Socio-Emotional Skill, Socio-Emotional Development, Blended Learning, Skills, Randomized Controlled Trial, Early Childhood Education, Educational Research, Curriculum, Learning, Education, Population Aging, C93 - Field Experiments, I20 - Education and Research Institutions: General, I24 - Education and Inequality, Preschool learning;socioemotional learning;early childhood development;parent engagement;randomized controlled trial, |
| Online Access: | http://dx.doi.org/10.18235/0004877 https://publications.iadb.org/en/socioemotional-learning-early-childhood-education-experimental-evidence-think-equal-programs |
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dig-bid-node-335992023-05-08T15:14:43ZSocioemotional Learning in Early Childhood Education: Experimental Evidence from the Think Equal Program’s Implementation in Colombia 2023-05-02T00:05:00+0000 http://dx.doi.org/10.18235/0004877 https://publications.iadb.org/en/socioemotional-learning-early-childhood-education-experimental-evidence-think-equal-programs Inter-American Development Bank Children Early Childhood Development Socio-Emotional Skill Socio-Emotional Development Blended Learning Skills Randomized Controlled Trial Early Childhood Education Educational Research Curriculum Learning Education Population Aging C93 - Field Experiments I20 - Education and Research Institutions: General I24 - Education and Inequality Preschool learning;socioemotional learning;early childhood development;parent engagement;randomized controlled trial In this article we experimentally evaluate Colombia’s Think Equal program, which teaches socioemotional skills to children ages 3 to 6. Given the context of COVID-19, the original design was adapted as a hybrid model, alternating in-person and remote instruction and engaging families in the implementation of the curriculum. We found that the program had positive effects on children’s prosocial behavior, self-awareness, and cognitive learning. The intervention also had an impact on education centers personnel (community mothers) and caregivers implementing the activities. Treated community mothers had higher levels of empathy, lower negative health symptoms, better pedagogical practices, and a closer relationship with the children’s caregivers compared with those in the control group. Treated caregivers had better stimulation practices and lower negative health symptoms compared with those in the control group. These findings suggest that a well-designed intervention has the potential to develop socioemotional skills in children at an early age and, at the same time, to develop capacities in those who implement the activities. Our results have important implications for the design, implementation, and evaluation of early childhood socioemotional learning programs and provide novel evidence about the challenges faced by interventions combining face-to-face and remote learning. Inter-American Development Bank María Mercedes Mateo-Berganza Díaz Emma Näslund-Hadley Margarita Cabra Laura Felizia Vélez Medina Steven Kennedy IDB Publications Colombia Latin America and the Caribbean en |
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Children Early Childhood Development Socio-Emotional Skill Socio-Emotional Development Blended Learning Skills Randomized Controlled Trial Early Childhood Education Educational Research Curriculum Learning Education Population Aging C93 - Field Experiments I20 - Education and Research Institutions: General I24 - Education and Inequality Preschool learning;socioemotional learning;early childhood development;parent engagement;randomized controlled trial Children Early Childhood Development Socio-Emotional Skill Socio-Emotional Development Blended Learning Skills Randomized Controlled Trial Early Childhood Education Educational Research Curriculum Learning Education Population Aging C93 - Field Experiments I20 - Education and Research Institutions: General I24 - Education and Inequality Preschool learning;socioemotional learning;early childhood development;parent engagement;randomized controlled trial |
| spellingShingle |
Children Early Childhood Development Socio-Emotional Skill Socio-Emotional Development Blended Learning Skills Randomized Controlled Trial Early Childhood Education Educational Research Curriculum Learning Education Population Aging C93 - Field Experiments I20 - Education and Research Institutions: General I24 - Education and Inequality Preschool learning;socioemotional learning;early childhood development;parent engagement;randomized controlled trial Children Early Childhood Development Socio-Emotional Skill Socio-Emotional Development Blended Learning Skills Randomized Controlled Trial Early Childhood Education Educational Research Curriculum Learning Education Population Aging C93 - Field Experiments I20 - Education and Research Institutions: General I24 - Education and Inequality Preschool learning;socioemotional learning;early childhood development;parent engagement;randomized controlled trial Inter-American Development Bank Socioemotional Learning in Early Childhood Education: Experimental Evidence from the Think Equal Program’s Implementation in Colombia |
| description |
In this article we experimentally evaluate Colombia’s Think Equal program, which teaches socioemotional skills to children ages 3 to 6. Given the context of COVID-19, the original design was adapted as a hybrid model, alternating in-person and remote instruction and engaging families in the implementation of the curriculum. We found that the program had positive effects on children’s prosocial behavior, self-awareness, and cognitive learning. The intervention also had an impact on education centers personnel (community mothers) and caregivers implementing the activities. Treated community mothers had higher levels of empathy, lower negative health symptoms, better pedagogical practices, and a closer relationship with the children’s caregivers compared with those in the control group. Treated caregivers had better stimulation practices and lower negative health symptoms compared with those in the control group. These findings suggest that a well-designed intervention has the potential to develop socioemotional skills in children at an early age and, at the same time, to develop capacities in those who implement the activities. Our results have important implications for the design, implementation, and evaluation of early childhood socioemotional learning programs and provide novel evidence about the challenges faced by interventions combining face-to-face and remote learning. |
| author2 |
María Mercedes Mateo-Berganza Díaz |
| author_facet |
María Mercedes Mateo-Berganza Díaz Inter-American Development Bank |
| topic_facet |
Children Early Childhood Development Socio-Emotional Skill Socio-Emotional Development Blended Learning Skills Randomized Controlled Trial Early Childhood Education Educational Research Curriculum Learning Education Population Aging C93 - Field Experiments I20 - Education and Research Institutions: General I24 - Education and Inequality Preschool learning;socioemotional learning;early childhood development;parent engagement;randomized controlled trial |
| author |
Inter-American Development Bank |
| author_sort |
Inter-American Development Bank |
| title |
Socioemotional Learning in Early Childhood Education: Experimental Evidence from the Think Equal Program’s Implementation in Colombia |
| title_short |
Socioemotional Learning in Early Childhood Education: Experimental Evidence from the Think Equal Program’s Implementation in Colombia |
| title_full |
Socioemotional Learning in Early Childhood Education: Experimental Evidence from the Think Equal Program’s Implementation in Colombia |
| title_fullStr |
Socioemotional Learning in Early Childhood Education: Experimental Evidence from the Think Equal Program’s Implementation in Colombia |
| title_full_unstemmed |
Socioemotional Learning in Early Childhood Education: Experimental Evidence from the Think Equal Program’s Implementation in Colombia |
| title_sort |
socioemotional learning in early childhood education: experimental evidence from the think equal program’s implementation in colombia |
| publisher |
Inter-American Development Bank |
| url |
http://dx.doi.org/10.18235/0004877 https://publications.iadb.org/en/socioemotional-learning-early-childhood-education-experimental-evidence-think-equal-programs |
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AT interamericandevelopmentbank socioemotionallearninginearlychildhoodeducationexperimentalevidencefromthethinkequalprogramsimplementationincolombia |
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1806237933194182656 |